Table 1

Intervention phases, change targets, BCTs and the method and agent of delivery

Intervention phase	Change targets	BCTs	Method (frequency and duration)	Agent of delivery
Phase 1	Establish relationships with schools, children and families	Provide information on behaviour–health link	Whole-school assembly (1) (20 mins)	HeLP coordinators
Creating a supportive context	Raise awareness and increase knowledge	Provide information on health–behaviour link	Newsletter articles (3) (over the spring term)	HeLP coordinators
Spring term (Year 5)	Promote positive attitudes and norms towards healthy eating and physical activity	Modelling/demonstrating behaviour Prompt identification as a role model Provide information on behaviour–health link	Activity workshops (2) (parents observe) (1.5 h)	Professional sportsmen/dancers
		Skill building	Parents' evening (1) involving child performances; (1 h)	Class teachers/HeLP coordinator/drama group
	Increase self-efficacy for behaviour change
Phase 2	Strengthen relationships with schools, children and families	Provide information on health–behaviour link	^*PSHE lessons (5) (morning) (1 h)	Class teacher
Intensive healthy lifestyles week—1 week	Increase knowledge Increase self-awareness Increase self-efficacy	Problem solving/barrier identification modelling/demonstrating behaviour	^§Drama (5) (afternoon) (forum theatre; role play; food tasting, discussions, games, etc) (2 h)	Drama group
Summer term (Year 5)	Develop communication and problem-solving skills Increase social support (school, peer and family)	Prompt identification as a role model Communication skills training Teach to use prompts and cues
Phase 3	Increase awareness of own behaviour	Self-monitoring	Self-reflection questionnaire (1) (40 mins)	HeLP coordinator/class teacher
Personal goal setting with parental support—goals set during week following drama	Increase self-efficacy for Change Develop Planning skills Increase parental support	Goal setting (behaviour) Problem solving/barrier identification Plan social support Provide information on where and when to perform a behaviour	Goal setting sheet to go home to parents to complete with child (1) (10 mins)	HeLP coordinator/parents
		Agree behavioural contract	1:1 goal setting interview (1) (goals sent home to parents) (10 mins)	HeLP coordinator
Summer term (Year 5)		Prompt identification as a role model	Parent's evening (1) (child involvement—Forum Theatre) (1 h)	HeLP coordinator/drama group
Phase 4	Increase self-awareness and prioritise healthy goals. Consolidate social support	Provide information on health–behaviour link	Newsletter articles (2) (over the autumn term)	HeLP coordinator Drama group
Reinforcement activities
	Develop monitoring and coping skills	Prompt self-monitoring Prompt intention formation Follow-up prompts	Whole-school assembly (1) (20 mins) Drama workshop (1) (1 h) ^*PSHE lesson (1) (1 h)	Drama group Class teacher
Autumn term (Year 6)	Increase parental support	Prompt practice	Class to deliver assembly about the project to rest of school (1) (20 mins) (parents invited to attend)	Children to all other year groups in the school
		Prompt review of behavioural goals Prompt barrier identification and resolution Coping plans	1-to-1 goal supporting interview to discuss facilitators/barriers and to plan new coping strategies (1) (10 mins) (renewed goals sent home to parents)	HeLP coordinator

↵* PSHE – Personal, Social and Health Education
↵§ The drama framework includes 4 characters, each represented by one of the actors, whose attributes related to the three key behaviours. Children choose which of the characters they most resemble then work with that actor to help the character learn to change their behaviour.